SEXUALITY EDUCATION

Sexuality education comprises the lifelong intentional processes by which people learn about themselves and others as sexual, gendered beings from biological, psychological, and sociocultural perspectives. It takes place through a potentially wide range of programs and activities in schools, community settings, religious centers, as well as informally within families, among peers, and through electronic and other media. Sexuality education for adolescents occurs in the context of the biological, cognitive, and social-emotional developmental progressions and issues of adolescence. Formal sexuality education falls into two main categories: behavior change approaches, which are represented by abstinence-only and abstinence-plus models, and healthy sexual development approaches, represented by comprehensive sexuality education models. Evaluations of program effectiveness, largely based on the outcomes of behavior change models, provide strong evidence that abstinence-only programs are ineffective, and mixed evidence on the effectiveness of programs that include contraception and safer sex. There is a particularly strong need for sexuality education among traditionally underserved youth, including sexual minorities, youth with disabilities, and those in foster care

State of emergency medicine in Spain

Spain has universal public health care coverage. Emergency care provisions are offered to patients in different modalities and levels according to the characteristics of the medical complaint: at primary care centers (PCC), in an extrahospital setting by emergency medical services (EMS) and at hospital emergency departments (ED). We have more than 3,000 PCCs, which are run by family doctors (general practitioners) and pediatricians. On average, there is 1 PCC for every 15,000 to 20,000 inhabitants, and every family doctor is in charge of 1,500 to 2,000 citizens, although less populated zones tend to have lower ratios. Doctors spend part of their duty time in providing emergency care to their own patients. While not fully devoted to emergency medicine (EM) practice, they do manage minor emergencies. However, Spanish EMSs contribute hugely to guarantee population coverage in all situations. These EMS are run by EM technicians (EMT), nurses and doctors, who usually work exclusively in the emergency arena. EDs dealt with more than 25 million consultations in 2008, which implies, on average, that one out of two Spaniards visited an ED during this time. They are usually equipped with a wide range of diagnostic tools, most including ultrasonography and computerized tomography scans. The academic and training background of doctors working in the ED varies: nearly half lack any structured specialty residence training, but many have done specific master or postgraduate studies within the EM field. The demand for emergency care has grown at an annual rate of over 4% during the last decade. This percentage, which was greater than the 2% population increase during the same period, has outpaced the growth in ED capacity. Therefore, Spanish EDs become overcrowded when the system exerts minimal stress. Despite the high EM caseload and the potential severity of the conditions, training in EM is still unregulated in Spain. However, in April 2009 the Spanish Minister of Health announced the imminent approval of an EM specialty, allowing the first EM resident to officially start in 2011. Spanish emergency physicians look forward to the final approval, which will complete the modernization of emergency health care provision in Spain

AS-711-10 Resolution on the Establishment of an Academic Senate Curriculum Appeals Committee

Establishes and sets forth the criteria for the Curriculum Committee Appeals Committee

NIE Curriculum Development Task Force, Current Issues, Problems, and Concerns in Curriculum Development . Washington, DC: National Institute of Education, NCER, 1976.*

Presents the results of a 1975 NIE survey of curriculum development processes, needs, roles, and relationships

2019 Senate Concurrent Resolution 69 - Delaware Youth Drug Prevention Curriculum Task Force Final Report

Delaware legislators have focused on the important paradigm shift of treating addiction as mental health and medical issues

2019 Senate Concurrent Resolution 69 - Delaware Youth Drug Prevention Curriculum Task Force Final Report

Delaware legislators have focused on the important paradigm shift of treating addiction as mental health and medical issues

[Guidelines for arts-centered instructional units online article]

An online article about guidelines for arts-centered instructional units

Guidelines for Developing Comprehensive Art Education Instructional Units

A report titled "Guidelines for Developing Comprehensive Art Education Instructional Units" by Transforming Education through the Arts Challenge Curriculum Task Force, that gives instructions and steps in developing a discipline-based art education curriculum unit